The nation has made an unprecedented investment in community colleges to simultaneously increase college completion and stimulate economic recovery. One of the most substantial investments was the Trade Adjustment Act Community College and Career Training (TAACCCT) program of the United States Department of Labor (U.S. DOL). Beginning October 2011, the TAACCCT program was intended to support the efforts of community colleges to develop training programs and build their capacity to innovate (United States Department of Labor, 2011). The Transformative Change Initiative (TCI) recognized the potential importance of TAACCCT to enhance community colleges' ability to better serve all students. Through professional development, research, evaluation and networking, TCI invited these colleges to share what they were learning and ways in which they were changing their policies and practices with the goal of improving student outcomes. TCI collaborated with 24 consortia to publish "Strategies for Transformative Change" briefs that describe specific strategies that each consortium implemented. Looking across these briefs, a number of key topical areas were identified under which the grant-funded innovations (strategies) could be organized, including partnerships, career pathways, and intrusive student support, and how the consortia engaged in capacity building to accomplish their goals was examined. How did TCI think of capacity building? Thinking went beyond the question of short-term changes and a focus on compliance to long-term change that has the potential to improve performance while sustaining access. Evidence that changes were accompanied by data and other indications that colleges were focusing on activities that would allow them to create structures and processes to engage in deep and collective capacity building necessary to sustain change was looked at (Sharratt & Fullan, 2013; Kezar, 2014). This brief is one in a series that focuses on capacity building of TAACCCT funded consortia. This brief describes ways in which three consortia were seen creating curriculum pathways to prepare individuals for living-wage employment and provide skilled workers for industry. Each of the three consortia focused on a different program area--nursing, energy, and information technology--and the colleges used various methods to create pathways to improve retention and accelerate time to completion. This brief will summarize the factors that were critical to the capacity-building and identify the similarities in their approaches.